OUR REFLECTIONS ON DIFFERENTIATION

Term 3 Week 2

KINDY
Provide opportunities for children to share comprehension during small group reading
with adult.
PREPRIMARY
Learning intention wall for parents to see what we are learning this week or following
weeks.
Individual success criteria for each student on their work, with written feedback.
YEARS 1-6
Differentiation is crucial in order for all students to achieve success.
Alter my vocabulary to the students.
To be specific and use correct terminology. Go back and use assessments to create
different tasks.
Continue to use the explicit terminology form the curriculum e.g. antonym (not
opposite)
Add and alter spelling activities.
Organise an extension group in Grammar.
Provide interesting extension activities.
Differentiated word work = prefix / suffix / ant / syn / groups.
Flipped learning tasks / clips could be assigned to students based on needs e.g. youtube
video on antonyms sent to specific students.
Different ways we can facilitate understanding, what resources do we? Do we have a
variety available at school?
The creating of the product i.e. process, is important, as some students may not be able
to explain their understanding in only one way.
Formative assessment is vital, as students may have the correct answer more by luck
than understanding of the concept we need to know HOW they found the answer and
where to teach them from there.
How important it is to go back and assess that each child has understood the concepts a
while after I teach them and not assume that they have retained the knowledge.
Testing can be a useful tool to show gaps in knowledge e.g. questions relating to time
sequencing.
Work on students reading the questions properly, breaking the question down /
vocabulary.
Room arrangement - Differentiation can be easier to manage when seating students in
levelled groups.
Seating can be used to group children of similar abilities for certain activities or different
abilities for peer support.